TOEFL iBT Reading Practice Test 03

( From TOEFL iBT IVY’s Reading 15 Actual Tests)

This section measures your ability to understand academic passages in English.

The Reading section is divided into 2 separately timed parts.

Most questions are worth 1 point but the last question in each set is worth more than 1 point. The directions indicate how many points you may receive.

There are three passages on the short format and five passages on the long for- mat. After each passage, you will answer 12-14 questions about it.

You can find Solution & Explanation Here: Solution & Explanation for Reading Practice Test 03

 

You may now begin the Reading section.

Passage 1 Folk Art

American Weathervanes

Centuries before the daily forecast, people had different ways of predicting the weather. One such method was to observe the direction of the wind, which required the use of a tool called a weathervane. These practical devices were not only employed by farmers and sailors, whose lives or livelihoods depended on foreknowledge of dangerous weather conditions, but were also used by churches, businesses, and ordinary people. Over time, the weathervane evolved to take on additional meanings aside from its practicality.

Styles abound, but all weathervanes display a similar structure. A fixed rod comprises the lower portion. [A] Frequently, there are directional arms branching out from the center of the rod to indicate the four directions; the letters “N,” “E,” “S,” and “W” are often affixed to the appropriate arms. [B] Above the rod is the ornament, which is the component that rotates with the wind. [C] In order to operate correctly, the ornament must be equal in weight but unequal in surface area on either side of its central axis. [D] Once this mechanical rule is met, a weathervane crafter is free to apply any design he or she chooses.

==> The history of the weathervane stretches all the way back to ancient Greece. They were also prevalent in medieval Europe among the wealthy, when ornaments frequently possessed some soil; of religious significance, but by the time the American colonists started producing weathervanes, things had changed; ornaments made in America were seldom influenced by religion. Weathervanes were often used by businesses and reflected whatever type of commerce the owner was involved in. For example, one might have seen a weathervane with a rooster ornament atop a farmhouse, or a cow design used by a dairy farmer. After the Revolutionary War, patriotic images such as the eagle became popular. Trends changed yet again around 1850, when vanes began to be mass-produced.

American craftspeople are credited with introducing the great variety of ornament styles that can be observed today. Among these, the most basic is known as the banner style, which probably evolved from the flags that flew from castles in medieval Europe. This common type of ornament consists of a flat panel of wood or metal that is cut into the shape of an arrow or pennant. Pennants are sometimes large enough to have legible messages carved into them.

Other ornaments are made to resemble identifiable figures, usually animals, but occasionally humans and other objects as well. The simplest version of these figural ornaments is what is called a silhouette. Similar to banner-style creations, they are carved from a flat piece of metal or wood. Silhouette vanes were the prevailing models in previous centuries because of the ease and low cost of their production, and they also experienced a revival in the early 1900s. However, the subjects of silhouette ornaments created during this second period were more likely to include human figures, often involved in comical activities.

==> Another figural type is the low-relief ornament, which, instead of being cut from a flat panel, is formed from two pre-made molds and is usually a few inches thick. Sheets of copper are hammered into the molds, and these become the two halves of the figure. They are then trimmed and attached to create the finished ornament This style is considered the crowning achievement of the American weathervane craft because of the time and effort involved in producing such ornaments by hand. Frequently cast into the shape of a horse, the best of these render their subjects with a surprising amount of detail and precision. Such handmade low-relief ornaments became less common after 1850 when a new, more complicated style emerged. Known as full-bodied ornaments, they offer a fully three-dimensional portrayal of the chosen object. Some of these, such as the popular cow figurine, are so complex that they include over twenty-five individual pieces, requiring the use of several different molds. The construction of these highly elaborate ornaments was made feasible by newly introduced mass production techniques in the second half of the nineteenth century.

From the 1920s onward, weathervanes slowly acquired the status of an art form and currently are prized by collectors and historians alike. Authentic full-bodied weathervanes can sell for tens of thousands of dollars, and even simple banner-style ornaments are worth large sums. Now recognized as one of the finest forms of American folk art, weathervanes have progressed a long way from their initial use as a practical tool.

1. The word livelihoods in the passage is closest in meaning to

(A) luck
(B) plans
(C) incomes
(D) reasons

2. According to paragraph 2, the two sides of a weathervane ornament must be unequal in surface area so that

(A) the ornament will conform to an accepted style
(B) they will also be unequal in weight
(C) they will remain motionless in the wind
(D) the ornament will move in the proper fashion

3. The word affixed in the passage is closest in meaning to

(A) adjusted
(B) aimed
(C) altered
(D) attached

4. Why does the author give information about medieval European weathervanes in paragraph 3?

(A) To address the high cost of the weathervanes of that time
(B) To elaborate on the religious origins of the weathervane
(C) To contrast their meaning with that of early American weathervanes
(D) To explain how they were different from Greek weathervanes

5. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

(A) In contrast to European weathervanes, the ornaments of those made in America had no direct connection to religion.
(B) Only the wealthy classes of medieval Europe could afford weathervanes, which explains the influence that religion had on their designs.
(C) A comparison of early European and American religious weathervane ornaments shows many vast differences in style.
(D) American colonists were occupied with different concerns than their European predecessors, and their weathervanes did not reflect religious issues.

6. According to the information in paragraph 5, how are banner and silhouette ornaments similar?

(A) They are usually made to resemble animals or other living things.
(B) The same process is used to produce both styles.
(C) They were popular at the beginning of the twentieth century.
(D) The same European source gave rise to both of them.
Paragraph 5 is marked with an arrow ==>

7. The word they in the passage refers to

(A) Silhouette vanes
(B) models
(C) subjects
(D) silhouette ornaments

8 The author mentions mass production in paragraph 6 to

(A) compare the status of weathervane makers before and after 1850
(B) describe how the fine details on horse ornaments were created
(C) suggest the cause of the shift from low- relief to full-bodied ornaments
(D) explain why ornaments shaped like cows became so popular
Paragraph 6 is marked with an arrow  ==>

9. The word render in the passage is closest in meaning to

(A) present
(B) contain
(C) limit
(D) repair

10. According to the passage, the only type of weathervane ornament that would display words would belong to the

(A) full-bodied style
(B) silhouette style
(C) low-relief style
(D) banner style

11. Why does the author mention collectors and historians in paragraph 7?

(A) To discuss those who currently use weathervanes to predict the weather
(B) To explain who is responsible for pricing old weathervanes
(C) To account for the popularity of full- bodied ornaments
(D) To identify two groups presently interested in weathervanes
Paragraph 7 is marked with an arrow

12. Look at the four squares [A], [B], [C], [D] that indicate where the following sentence could be added to the passage.

It is installed onto a desired surface, usually the roof of a building, and does not move.

Where would the sentence best fit?

13. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Once used only as tools, weathervanes in America slowly progressed to become a recognized form of historical folk art.

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Answer Choices

(A) First invented by sailors and farmers, weathervanes soon came to be considered a valuable tool and were used by all kinds of people.

(B) Though always comprising the same basic components, weathervanes continuously changed in style and significance, with many ornament variations appearing in America.

(C) Banners and silhouettes are the simplest forms of weathervane ornament and were popular most likely because they were so easy to create.

(D) Old European flags probably provided the inspiration for the banner-style weathervane ornament, many of which were shaped like pennants.

(E) The use of molds enabled the creation of much more complex ornaments but also meant that such weathervanes were difficult to produce.

(F) Of the more complex styles, low-relief ornaments represent the pinnacle of craftsmanship, whereas full-bodied ornaments are very intricate and are the most valuable today.

 

Passage 2 Statistics

Correlations: Positive and Negative

A correlation is a mathematical tool that researchers can use to make a comparison between two different characteristics of a group. These characteristics are called variables, and correlations help describe the relationship between the two variables. There are many kinds of correlations: positive and negative, strong and weak, simple and complex. All of them provide important information to people who study specific attributes of populations.

Once a correlation is established, it can be quite helpful. Using a proven correlation, researchers only have to measure one of the two variables. Then they can predict the values for the second variable by applying a simple mathematical formula. This is far easier than having to measure both variables separately, for example, it has been proven that, on average, the more class sessions college students attend during a semester, the higher their final grade in that class will be. This correlation enables university professors or administrators to accurately predict a student’s GPA by looking at his or her class attendance record. Or, conversely, it allows them to estimate how well a class was attended by looking at the grades received by the students in that class.

==> This situation is an example of a positive correlation. As one variable increases, the other variable also grows by a proportionate amount In other words, the larger the number of classes students attend, the higher their grades will be. This relationship is easily plotted on a standard two-axis graph, with values on the horizontal x-axis representing one variable and values on the vertical y-axis representing the other. The x-axis values increase from left to right; the y-axis values increase from bottom to top. Because both sets of values in a positive correlation progress in the same way (increasing, in this case), a line will be graphed that slants up and to the right. This is the visual representation of a positive correlation.

==> Another well-known positive correlation exists between a person’s income level and his or her level of education. On average, the higher a person’s income, the more years of education that person has completed. Or, vice versa, the more years of education a person completes, the higher that person’s income will be. It is also possible to say that the lower a person’s education level, the lower his or her income will be. Any way you choose to describe it, the correlation is positive because both variables are moving in the same direction. They either increase together or decrease together, depending on your perspective.

=> In a negative correlation, however, the opposite occurs. As one variable increases, the other decreases by a proportionate amount Just as in a positive correlation, the direction that each variable moves individually is not important; it is the relationship between the movements of the two variables that matters. In a negative correlation, they progress in opposite directions. On a two-axis graph, the line symbolizing a negative correlation slants down and to the right. The downward movement represents the variable whose value decreases, and the rightward movement represents the variable whose value increases.

An established negative correlation exists between the number of hours of television a student watches per week and the grades that student receives in school. The more television the student watches, the lower his or her grades tend to be. Or, to say it another way, students who spend fewer hours watching television tend to have higher grades in school. Both of these statements describe the same negative correlation. Using this particular relationship, researchers can estimate how much television a child watches simply by observing his or her grade record.

==> Despite their practicality, correlations both positive and negative have one major disadvantage. They cannot determine or even predict whether the changes in one variable are actually caused by changes in the other. [A] For instance, researchers should not assume that watching television necessarily engenders bad grades.[B] The opposite might be true: students who frequently get bad grades become discouraged with schoolwork and choose to watch television instead. [C] This dilemma is part of the definition of correlations. [D] They can label a relationship as either positive or negative, but they cannot explain the causes behind the relationship.

14. The word attributes in the passage is closest in meaning to

(A) levels
(B) features
(C) members
(D) combinations

15. The word it in the passage refers to

(A) correlation
(B) GPA
(C) class
(D) record

16. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

(A) Research has shown that college students attend most of their classes every semester.
(B) The more class sessions a course has, the better attended it will be.
(C) Students that get high grades can be expected to attend most of their classes.
(D) Generally, students that attend more class sessions get higher grades.

17. According to paragraph 3, how does a two-axis graph display the variables of a correlation?

(A) Each axis corresponds to one variable.
(B) Each variable corresponds to one line on the graph.
(C) Each variable is represented on both axes.
(D) Each axis represents a positive correlation.
Paragraph 3 is marked with an arrow [==>].

18. According to paragraph 4, when one variable in a positive correlation increases, the other variable

(A) either increases or decreases depending on how you look at it
(B) stays approximately the same
(C) increases as well
(D) decreases by a proportionate amount
Paragraph 4 is marked with an arrow [==>]

19. In paragraph 5, how does the author explain the appearance of a negative correlation line on a graph?

(A) By comparing it to the graph of a positive correlation line
(B) By linking the line’s direction to the variables’ values
(C) By repeating the description of a two-axis graph
(D) By stating that the variables move in the same direction
Paragraph 5 is marked with an arrow [==>].

20. The word practicality in the passage is closest in meaning to

(A) opposition
(B) usefulness
(C) complexity
(D) responsibility

21. The word engenders in the passage is closest in meaning to

(A) overpowers
(B) comes after
(C) brings about
(D) resembles

22. In paragraph 7, the author states that negative correlations

(A) offer more information than positive correlations
(B) are used less frequently than positive correlations
(C) do not work as well as positive correlations
(D) share a similarity with positive correlations

23. According to the passage, correlations do all of the following EXCEPT

(A) facilitate the study of two-variable relationships
(B) enable researchers to make predictions about relationships
(C) describe cause-and-effect relationships between variables
(D) create specific images on a two-axis graph

24. Look at the four squares H that indicate where the following sentence could be added to the passage.
Or there could be a third, unmeasured variable that acts on the relationship, such as the influence of the student’s parents.

Where would the sentence best fit?

25. Directions: Complete the table by matching the statements below.
Select the appropriate statements from the answer choices and match them to the type of correlation to which they relate. TWO of the answer choices will NOT be used. This question is worth 3 points.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it To review the passage, dick View Text.

Answer Choices (A) Shows the relationship between the number of classes attended and a student’s final grade(B) Allows researchers to estimate a student’s grades by observing how much television the student watches(C) As one variable decreases, the other variable also decreases.(D) Shows the lack of any relationship between two variables(E) Can create a graphed line that progresses down and to the left   (F) As one variable decreases, the other variable increases. (G) Predicts which variable is responsible for changes in the other variable	Positive Correlation
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	Negative Correlation
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Passage 3

Business History

Kress Five-and-Dimes

==> American discount stores have a long history. The peak of their popularity came during the early to mid-1900s, when they were commonly known as “five and-dimes,” a reference to the price range of a majority of their merchandise. One of the most successful chains of five-and-dimes was S. H. Kress & Co. By the middle of the twentieth century, there were hundreds of Kress stores situated in cities in twenty-eight states, including Hawaii. In addition to providing quality items at low prices, they also possessed truly unique and appealing designs that made them an American cultural icon.

==> Samuel Henry Kress, the founder of the chain, opened his first five-and-dime in Memphis, Tennessee, in 1896 and quickly expanded to other locations. One of the things that, from the very beginning, set his stores apart from the competition was his use of high-quality, aesthetically appealing materials in their construction. Everything was meticulously implemented to draw customers in and encourage them to linger in the store. Display windows of curved glass gave way to ornamental interiors of marble, fine woods, and brightly lit chandeliers. This exquisite setting was then filled with an enormous selection of products, from clothing to groceries to various other household goods. In addition to shopping, customers were free to enjoy the store’s lounge rooms and the soda fountain located in its basement. During the Great Depression of the 1930s, Kress five-and-dimes served as popular meeting places and offered diversions from the hardships people were facing.

==> However, the store interiors were not the only attraction of the Kress chain, for each location’s facade also represented a stunning architectural achievement. [A] In one of his truly original innovations, Kress created an architectural division within his company, whose employees were responsible for developing exterior designs for the stores.[B] While such centralized control meant that every building displayed certain unifying elements, the remarkable thing about Kress architecture was that each store was fashioned specifically to complement the structures that surrounded it, as well as the culture of the area. [C] Frequently erected along cities’ primary downtown thoroughfares, Kress five- and dimes both blended with and helped define the Main Streets of twentieth century America.[D]

==> Many of the country’s businesses suffered from the onset of the Great Depression in 1929. For S. H. Kress & Co., on the other hand, this event presented the optimum opportunity for growth. Taking advantage of the cheap labor and materials that resulted from the economic downturn, Kress was able to construct many more stores than would have been possible otherwise. He recognized that the recession would not last forever and continued to develop his chain’s reputation for luxurious discount shopping. By 1944, there were more than 200 Kress five- and-dimes operating throughout the U.S.

==> It was also during the Depression and World War II eras that some of the most architecturally memorable Kress buildings were produced. These were largely the work of Edward Sibbert, who headed the company’s design team for several years around this time. He was responsible for introducing a flexible variety of modem styles that further elevated the prestige of Kress stores. Many of Sibbert’s creations have been hailed by architects for their sophistication and attention to detail. His masterpiece, the seven-story complex on the comer of Fifth Avenue and 39th Street in New York City, received an award for its design and stood with pride as the company’s principal outlet.

In 1964, S. H. Kress & Co. was acquired by Genesco Inc., a clothing retailer. It began the process of closing down the less profitable Kress stores until, in 1980, it decided to dissolve the company altogether. Kress’s legacy, however, has survived, as Main Streets in cities all over America still contain their monumental Kress buildings. Though the old five-and-dimes are now filled with different businesses, as mementos from a time when a city’s Main Street was the center of its community and culture, they are valuable resources for municipalities currently seeking to revitalize their downtown districts.

26. Why does the author mention Hawaii in paragraph 1?

(A) To identify the state with the most Kress five-and-dimes
(B) To discuss the high demand for discount stores in the 1900s
(C) To illustrate the extent of the Kress chain’s presence
(D) To relate the origin of the term “five-and- dimes”
Paragraph 1 is marked with an arrow ==>

27. The word they in the passage refers to

(A) five-and-dimes
(B) Kress stores
(C) states
(D) items

28. The word meticulously in the passage is closest in meaning to

(A) poorly
(B) carefully
(C) rapidly
(D) quietly

29. From paragraph 2, it can be inferred that most owners of discount stores around 1900

(A) stocked the same basic inventory of products
(B) did not concentrate as much on their stores’ appearances as Kress did
(C) achieved more success than Kress did
(D) were not interested in competing with Kress’s chain of stores
Paragraph 2 is marked with an arrow ==>

30. The word linger in the passage is closest in meaning to

(A) remain
(B) move
(C) consider
(D) release

31. In paragraph 3, what does the author state about the locations of Kress five-and-dimes?
(A) They were concentrated in the regions with the richest cultures.
(B) They were distributed evenly throughout the United States.
(C) They were generally built in areas that lacked large structures.
(D) They were often situated on the main road of a city.
Paragraph 3 is marked with an arrow [==>].

32. The word optimum in the passage is closest in meaning to

(A) total
(B) common
(C) best
(D) strangest

33. From the information in paragraph 2 and paragraph 4, what can be inferred about Kress stores in the 1930s?

(A) They sold mainly luxurious products to their customers.
(B) They were used as community centers for out-of-work laborers.
(C) They did good business despite poor national economic conditions.
(D) They were constructed from materials of substandard quality.
Paragraph 2 and paragraph 4 are marked with arrows

34. The word hailed in the passage is closest in meaning to

(A) taken
(B) ignored
(C) found
(D) praised

35. According to paragraph 5, Edward Sibbert was

(A) employed by S. H. Kress & Co.

(B) the owner of a New York City store

(C) a good friend of Samuel Kress

(D) hired by an architectural firm
Paragraph 5 is marked with an arrow ==>

36. The author discusses Genesco Inc. in paragraph 6 to

(A) describe what happened to the Kress five-and-dimes after they became retail clothing shops
(B) provide a reason for why so many of the Kress buildings are still standing today
(C) demonstrate the competition that the Kress company faced from 1964 to 1980
(D) explain the disappearance of Kress stores in the latter part of the twentieth century
Paragraph 6 is marked with an arrow ==.>.

37. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

(A) The buildings that once held the popular five-and-dimes are now home to a variety of different businesses with relatively short histories.
(B) Despite serving different functions today, the old store buildings symbolize cities’ more centralized pasts and play a role in urban renewal projects.
(C) In the past, most Main Streets in America contained at least one discount store, but today most of them have been forced to close.
(D) Many modern cities are attempting to reintroduce elements into their downtown districts that were present during the time of the five-and-dimes.

38. Look at the four squares m that indicate where the following sentence could be added to the passage.
A broad range of styles was utilized, among them Italian Renaissance, Mayan Revival, and Art Deco.
Where would the sentence best fit?

39. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Around the turn of the twentieth century, Samuel Henry Kress founded what turned out to be one of the most pervasive chains of five-and-dime discount stores.

Answer Choices

(A) In addition to their large selections of low-priced goods, Kress stores attracted customers with their extravagant interior and exterior designs.

(B) An architectural team created as a unit of Kress’s organization was charged with designing the spectacular buildings that housed the stores.

(C) Kress buildings became a recognizable sight along Main Streets all over America because they all appeared identical to one another.

(D) By utilizing low-cost materials and labor during the Great Depression, Kress was able to greatly expand his business, eventually maintaining hundreds of stores nationwide.

(E) The architect Edward Sibbert designed some of the most famous Kress structures and was best known for his work on the impressive New York City store.

(F) The Kress five-and-dimes finally shut down in 1980, but the impressive architecture of their buildings has endured and is still an important feature of many American cities.